Purpose

Service learning is not comprehensively developed in economics such as the implementation of the 17 sustainability goals of the Agenda 2030 – although this would be beneficial as experiential learning is linked to democratic education goals. Service Learning offers itself as a didactic design for this purpose. The paper aims to discuss how service learning can be used to work critically and reflexively on sustainability issues in a cross-university context.

Design/methodology/approach

The cross-university teaching-learning project brought together students of industrial engineering and economics. The idea space “sustainable city” was to be developed together with practice partners with the help of the practice-relevant project management method scrum and methods of sustainability assessment in the sense of service learning. Evaluating the project, a written and a qualitative survey were conducted and analysed by means of descriptive statistics as well as content analysis.

Findings

Success factors include the regular feedback by practice partners and lecturers including reflection questions. Student heterogeneity can hinder effective project work. Complexity can deter effective and successful service learning. The use of scrum in service learning contexts cannot be fully recommended. Although scrum contributes to service learning concepts in economics, in complex sustainability projects either the method should be in focus or prior knowledge of scrum should be mandatory.

Originality/value

The paper discusses how service learning can be used to critically and reflexively address social and practical challenges in a cross-university context. The study contributes to the fact that the complexity of education for sustainable development competencies requires the teaching of knowledge- and fact-based fundamentals as well as methodological-research procedures for research-based and at the same time practice-oriented learning.

中文翻译：

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经济学中的可持续服务学习

目的

服务学习在经济学中没有得到全面发展，例如实施 2030 年议程的 17 个可持续发展目标——尽管这将是有益的，因为体验式学习与民主教育目标相关联。服务学习为此提供了一种教学设计。本文旨在讨论如何使用服务学习在跨大学环境中批判性和反思性地解决可持续性问题。

设计/方法/方法

这个跨大学的教学项目汇集了工业工程和经济学的学生。借助实践相关的项目管理方法scrum和服务学习意义上的可持续性评估方法，与实践伙伴共同开发“可持续城市”理念空间。在评估该项目时，进行了书面和定性调查，并通过描述性统计和内容分析进行了分析。

发现

成功因素包括实践伙伴和讲师的定期反馈，包括反思问题。学生的异质性会阻碍有效的项目工作。复杂性会阻碍有效和成功的服务学习。不能完全推荐在服务学习环境中使用 Scrum。尽管 Scrum 有助于经济学中的服务学习概念，但在复杂的可持续发展项目中，要么该方法应该成为焦点，要么必须具备 Scrum 的先验知识。

原创性/价值

本文讨论了如何使用服务学习来批判性地和反思性地解决跨大学环境中的社会和实际挑战。该研究表明，可持续发展能力教育的复杂性需要教授基于知识和事实的基础知识以及基于研究和同时面向实践的学习的方法研究程序。